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Spatial ability, 3D modelling and styles of thinking in relation to brain hemisphere dominance
Andrej Šafhalter, Srečko Glodež, Karin Bakračevič, 2013, izvirni znanstveni članek

Opis: The progress of neuroscience and the understanding of children's styles of thinking are opening up new teaching styles that take into account differences in individual cognitive perception. Students can be classified into three distinctive perceptive types, according to the pronounced activity of one cerebral hemisphere in their thinking and information processing: left-hemisphere, right-hemisphere, and integrative type that does not exhibit a considerable dominance of one particular hemisphere. The purpose of the research was to establish differences in the 3D modeling encouraged progression of spatial ability between the left-hemisphere, right-hemisphere and integrative types of students. Computerized 3D modeling employed during technical extra-curricular activity in lower secondary school (grades 6 to 9) may affect the spatial ability of students, which according to other studies, appears to be predominantly connected with the right brain hemisphere. Research was conducted among a variety of lower secondary school students across Slovenia aged 11 15 years. Data on spatial ability and its development was collected using a hybrid spatial intelligence test conducted on two separate occasions, while assessment of the learning perception type of students depending on hemispheric dominance was obtained using a self-evaluation questionnaire. The 3D modeling of technical objects and objects drawn in orthographic or isometric projection was done with the software Trimble SketchUp.
Ključne besede: cognitive development, spatial ability, 3D modeling
Objavljeno v DKUM: 19.12.2017; Ogledov: 781; Prenosov: 98
Celotno besedilo (669,06 KB)
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Integration of design, modeling and visualization in slovenian primary education
Kosta Dolenc, Boris Aberšek, 2012, izvirni znanstveni članek

Opis: A human being perceives the world spatially, he detects and properly processes distances, size of objects, their shapes and all that is linked to our perceptions of the world. Humans' sensors provide the information about the world around and brain translates this information into thoughts, into ideas. The whole process is completely natural. In the past, due to technological limitations, the human attempted to generalize these ideas and convert them into a form so that he could "record" it on a flat medium, like on paper for example, and because of that he consequently had to develop the ability to "read these records. The term spatial perception was introduced and after that it was established that not everyone has it. To possess spatial perception an abstract way of thinking and higher cognitive abilities are needed. This paper presents an integration of design, three dimensional (3D) modeling and visualization program SketchUp in Design and technology curriculum into Slovenian primary schools. Emphasis is given to the analysis of the past and current condition and situation and on the incorporation of the program into the primary school curriculum. With the strategy assigned in such a way, the abilities that are connected with technological activities are strengthened, spatial intelligence is developed and assimilated. With such an approach two of the key European competences: 1. Mathematical competence and 2. Basic competences in science and technology and digital literacy, are acquired and reinforced.
Ključne besede: ability, competence, design, technology, SketchUp, spatial intelligence
Objavljeno v DKUM: 15.12.2017; Ogledov: 843; Prenosov: 126
Celotno besedilo (437,71 KB)
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